ASEE INTERNATIONAL FORUMINDIANAPOLIS, IN

JUNE 14 , 2014CHERYL MATHERLY, THE UNIVERSITY OF

TULSA

SHANE CURTIS, THE UNIVERSITY OF TULSA

SARAH PHILLIPS, R ICE UNIVERSITY

JUNICHIRO KONO, RICE UNIVERSITY

Impact on Student Learning: A Comparison of International and

Domestic Undergraduate Research Experiences

Are international programs for STEM students effective in preparing students to participate in international research collaboration?

Intercultural Maturity

Cognitive Development• Understanding

and awareness of cultures

• Ability to use cultural context to evaluate what is known or valued

Intrapersonal Development• Awareness of

personal values.• Demonstrates

respect for and acceptance of cultural perspectives that are different from own

Interpersonal Development• How willing an

individual is to interact with people from different social and cultural backgrounds

King, P. & Baxter Magolda, M. “A developmental model of intercultural maturity,” Journal of College Student Development, 46, 6, 71-592, (2005).

NanoJapan: International Research Experience for Undergraduates

To cultivate an interest in nanotechnology as a field of study among college students

To cultivate the next generation of graduate students in nanotechnology

To add to the skill set of active nanoscience researchers

To create students who are internationally savvy and have a specific interest in and knowledge of Japan;

To educate students in culture, language and technology, in order that they may be more effective when addressing global scientific problems

NanoJapan International Experience for Undergraduates

12 first and second year science and engineering majors (no prior research experience)

8 week research internships in the multidisciplinary field of nanoscience at leading Japanese laboratories Japanese & U.S. PIRE co-advisor Japanese graduate student mentor (Reverse NJ)

3 Week Orientation Program in Tokyo 45 hours of intensive Japanese language Intro to Nanoscience Seminar Intro to Japanese Culture & Society Seminar

Re-entry program at Rice focused on career goalsRQI Annual Summer Research Colloquium at the

end of the summer.

Rice Quantum Institute Research Experience for Undergraduates

To acquire the capability of reading and understanding advanced scientific publications,

To understand and experience how to bring a research project to a successful completion,

To be able to successfully present their work to an audience,

To understand principles for ethical and responsible research.

Rice Quantum Institute Research Experience for Undergraduates

Undergraduate students in the physical sciences (typically sophomore & junior students)

8-10 week research internships based at Rice University

Complete research on fundamental research projects on quantum phenomena in physical, chemical, and biological systems under the advisement of RQI faculty fellows.

Special seminars and group discussions for REU participants

RQI Annual Summer Research Colloquium at the end of the summer.

Methods

Georgia Tech International Internship Survey administered as pre and post test for NanoJapan and RQI students Self-assessment of knowledge, skills, abilities on

measure of importance and preparation Self-assessment of workplace skills Career plans

Mapped GTII items into measures of cognitive, intrapersonal, and interpersonal development, using King and Baxter Magolda’s definitions for each dimension

Scales (Items that appear in the Georgia Tech International Internship Survey)

Cognitive Development ( =.76)1=not well prepared; 5= very well prepared

(An ability to) Synthesize and integrate knowledge across disciplines

(An ability to) Communicate in your host country’s language in a professional setting

(An ability to) Communicate in your host country’s language in a social setting

(An understanding of) The impact your professional practice has on society and culture

(An understanding of) The role of your discipline in solving global problems

(An understanding of) Your host country and their culture(s), beliefs, and values within a global and comparative contextIntrapersonal Development ( =.78)

1 = ‘not at all true’ ; 4 = ‘exactly true’

I plan to work in a foreign country

I intend to participate in a study abroad experience

I will pursue/continue to pursue foreign language proficiency

I will work in a position of considerable international responsibilities

I will travel abroad for nonacademic or non-work related reasons

Scales (Items that appear in the Georgia Tech International Internship Survey)

Interpersonal Development ( =.77)1 = ‘not prepared’ ; 5 = ‘very well prepared’

(An ability to) Function on a multi-disciplinary or cross-functional team

(An ability to) Professionally collaborate with persons in your host country’s workplace environment

(An ability to) Work effectively and efficiently in a cross-cultural environment

(An ability to) Practice your discipline in different social or cultural settings

(An understanding of) Professional and ethic responsibility within your discipline

(An understanding of ) Effectively function in your host country’s culture and societyTechnical and Research Skills ( =.87)

1 = ‘not prepared’ and 5 = ‘very well prepared’

(An ability to) Design and conduct experiments

(An ability to) Analyze and interpret data

(An ability to) Think critically and logically

(An ability to) Carry out projects independently

(An ability to) Identify, formulate, and solve problems within your discipline

(An ability to) Design a system, component, or process to meet desired needs and quality

Results: Cognitive Development

Cognitive development: The ways in which individuals approach and evaluate intercultural knowledge, and how that knowledge is acquired and applied

NanoJapan students rated their preparation at the beginning of the summer lower than the RQI students and reported greater positive change in their perceived ability to approach and evaluate intercultural knowledge at the end of the summer than the RQI participants.

Pre-Test Post-Test0

0.5

1

1.5

2

2.5

3

3.5

4

2.82

3.53

3.35

Nano Japan

RQI

NanoJapan: PreM = 2.82, SD = .57, PostM = 3.53, SD = .86 RQI: PreM = 3.35, SD = .81, PostM = 3.53, SD = .86

Intrapersonal development: measures of self-awareness and a tolerance and interest in diversity

The difference between pre- and post-program test scores was not significant, nor was there any correlation between the program and the change in scores.

Pre-Test Post-Test0

0.5

1

1.5

2

2.5

3

3.5

4

3.23.37

2.432.38

Nano JapanRQI

Results: Intrapersonal Development

NanoJapan: PreM = 3.20, SD = .53, PostM = 3.37, SD = .49 RQI: PreM = 2.43, SD = .84, PostM = 2.38, SD = .65.

Interpersonal Development

Characterized by a heightened awareness and capacity to engage in intercultural interactions that are interdependent, respectful, and informed by cultural understanding

Pre-Test Post-Test0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

3.07

4.18

3.583.81

Nano JapanRQI

NanoJapan: PreM = 3.07 SD = .84, PostM = 4.18, SD = .53 RQI: PreM = 3.58, SD = .37, PostM = 3.81, SD = .57.

Interpersonal Development (cont.)

The RQI students scored higher than the NanoJapan students on the pre-program test

Both groups reported gains on post-program test scores, but those for the NanoJapan students were greater such that these students reported higher post-test scores than their RQI counterparts

Suggests that the NanoJapan students experienced greater gains on interpersonal development as compared with the RQI students

Results: Technical Skills

Technical Skills: Ability to successfully design and conduct research within student’s discipline

Both groups perceived that they made gains with regard to skills associated with technical aspects of their respective disciplines

For both the NanoJapan IREU and RQI REU groups, the post-program test scores were higher than the pre-program test scores.

Pre-Test Post-Test0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

3.223.77

3.743.94

Nano JapanRQI

NanoJapan: PreM= 3.22, SD=.82; PostM = 3.77, SD = .71 RQI: PreM = 3.74, SD = .62; PostM = 3.94, SD = .49

Conclusions

Intrapersonal dimension was the least robust

On the cognitive dimension, the rate of perceived gains as expressed by NanoJapan students were greater than the RQI students

A response to personal challenge? The international dimension of the REU may be a catalyst for development of this dimension of intercultural maturity.

Conclusions (cont.)

On the interpersonal dimension, NanoJapan students indicated accelerated gains such that they rated themselves as better prepared than the RQI students at the end of the summer.

- Increased self-confidence from the challenge of being abroad?

- Impact of NanoJapan curriculum and intercultural reflections?

Implications: The international experience, as distinct from the domestic REU, did impact students’ self-assessment on measures of

intercultural maturity

WE WOULD LIKE TO ACKNOWLEDGE THE FINANCIAL SUPPORT OF THE NATIONAL SCIENCE FOUNDATION THROUGH GRANT NOS. OISE-0530220 AND OISE-0968405 AS WELL AS THE CONTRIBUTIONS OF THE PIRE TEAM MEMBERS TO THE NANOJAPAN PROGRAM, INCLUDING KEIKO PACKARD, PROF. MITSUAKI SHIMOJO, PROF. JONATHAN BIRD, AND PROF. CHRISTOPHER STANTON.

Thank you